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The main focus of the research presented here was university professors, more specifically, teacher trainers in the field of mathematics in education degree programs. With this research, we sought to answer the following question: To what extent do teacher trainers' conceptions of mathematics and its teaching, formed during their educational background, influence their teaching practice? We understand that these data are characteristic of the participants in our research, so we do not intend to generalize the results, especially because we understand that teachers are individuals with unique histories, unique training trajectories, and multifaceted conceptions of mathematics and its teaching. However, the results allowed us to understand the importance of conducting research and reflections focused on teacher trainers in the field of mathematics in the pedagogy course, with a view to understanding their training trajectory and thus contributing to quality mathematics training forfuture mathematics teachers in the early grades.